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! UNITED STATES OF ASiERICA. f 



HOW TO TEACH 



The Little Folks. 



I. THE PRIMARY DEPARTMENT. 
By J. Bennet Tyler. 

II. METHODS IN THE CLASS. 

By Mrs. G. R. Alden. 

III. HOW TO TEACH AN INFANT CLASS. 

By Faith Latimer. 

IV. METHODS IN MISSION SCHOOLS. 

By Mrs. George Partridge. 



Jr 



PHILADELPHIA : 

PRESBYTERIAN BOARD OF PUBLICATION, 

1334 Chestnut Street. 

7 




Entered according to Act of Congress, in the year 1875, by 

THE TRUSTEES OF THE 

PRESBYTERIAN BOARD OF PUBLICATION, 

In the Office of the Librarian of Congress, at Washington. 



Westcott & Thomson, 
Stereotypers and Electrotypers, JPhilada, 



CONTENTS. 



I. 
PKIMAKY DEPAKTMENT.— Organization and 
Management. General Principles. By J. Ben- 
net Tyler 7 

II. 
METHODS IN THE CLASS.— Talks with Pri- 
mary-Class Teachers. By Mrs. G. B. Alden 
{Pansy) 25' 

III. 
HOW TO TEACH AN INFANT CLASS.— By 
Faith Latimer 39 

IV. 
METHODS IN MISSION SCHOOLS.—^ Mrs. 
George Partridge .' 55 

3 



INTRODUCTORY NOTE. 



The design of this little manual is simply 
to group together in cheap and convenient 
form a few suggestions on the teaching and 
management of the most important classes in 
our Sabbath-schools, and to take them from 
the standpoint of the practical teacher. The 
three ladies who give us in brief outline their 
methods and experience are representative 
primary-class teachers to whom the Master 
has given rare skill and success in this de- 
partment of Christian work. 

J. B. T. 



Irimarg Ijejmrimettt. 



ORGANIZATION AND MANAGEMENT. 

GENEEAL PKINCIPLES. 
BY J. BENNET TYLER. 



HOW TO TEACH LITTLE FOLKS. 



i. 

PEIMAEY DEPAETMENT. 

ORGANIZATION AND MANAGEMENT. 

GENERAL PRINCIPLES. 

"And he took a little child and set him in the 
midst." 

" O thou bright and singing babe, 
What shalt thou be hereafter? 

* * * * * * * 
"lis ages since He made his youngest star, 
His hand were on thee as 'twere yesterday." 

Primary classes are the most important, 
for the reason that very early impressions are 
deepest and most lasting. This fact is in part 
conceded, but it should be more distinctly and 

9 



10 HOW TO TEACH LITTLE FOLKS. 

emphatically recognized. We should believe 
in and confidently expect the regeneration of 
the little children of our Christian households 
and well-taught primary classes, and at a very 
early age. These classes should be officered 
and managed and taught with this aim and 
expectation clearly and always in view. 

The following suggestions are made with 
the hope that they may prove of value in the 
management and teaching of the primary de- 
partment of the Bible school. 

THE NAME. 

1. "We are not sure that it is best to call it 
the infant class. Young America don't like 
the name, and we quite agree with him. The 
boy who is just donning his first pants and 
getting into those marvelous new boots no 
longer considers himself an infant. Infant, 
in the vocabulary of young children, means 
the baby in mother's arms. The wide-awake 
little folks who are going to school are no 
longer babies. Why call them such ? Some 



ORGANIZATION AND MANAGEMENT. 11 

schools have what are termed both infant and 
primary departments, putting only the very 
small children into the infant class so called, 
and promoting them into the primary depart- 
ment when they are deemed sufficiently ad- 
vanced. The name "Infant Class" is of 
course not so objectionable when applied to 
very young children. 

ROOMS. 

2. It is of no small importance to give the 
little folks a bright, airy, sunshiny room. 
Make it as attractive and beautiful as re- 
sources will allow. Labor and pains and 
money are well expended in surrounding the 
young children with the most pleasant and 
healthful associations as connected with their 
religious education. 

3. Make the room sufficiently large. Don't 
crowd the small children into a closet, don't 
put them in the attic or in the cellar. Pro- 
vide comfortable seats, so that little feet can 
touch the floor. If a large number is to be 



12 HOW TO TEACH LITTLE FOLKS. 

accommodated, the seats should rise gently 
from the front, and the best form is semicir- 
cular. It should connect by sliding doors 
with the main school-room, so that all de- 
partments can be thrown together for devo- 
tional exercises. It is not wise to isolate 
either adult or primary classes from the 
main school, especially if the school is com- 
paratively small. The one helps the other, 
and the sympathy and stimulus of num- 
bers is no small matter. If a separate room 
is absolutely impracticable of attainment, 
appropriate a corner of the main room, and 
shut it off with heavy curtains, and sing in 
a whisper, and conduct the exercises as qui- 
etly as possible. If the seats are too high, 
attach a little shelf at the right height for 
little feet to reach. This can be adjusted 
with hinges, so that it may be let down when 
occupied by adults. It is little less than 
barbarous to require small children to sit 
for a long time with feet dangling in mid 
air. 



ORGANIZATION AND MANAGEMENT. 13 
THE INSTRUCTOR. 

4. Secure the very best teacher that can be 
had — the most genial, affectionate, sprightly, 
child-loving person available. No long faces, 
or morose dispositions, or acid temperaments 
should be suffered in this department. La- 
dies as a rule make the best teachers of young 
children. 

5. Have a system and a distinct order of 
proceeding. Many classes of this kind are 
inefficient because conducted without plan or 
system. 

6. Singing should be a leading feature. 
Change posture often and sing frequently, and 
mainly such hymns as are worthy of being 
committed to memory. Some of the chil- 
dren's hymns so called have neither poetic 
merit nor correct religious sentiment to com- 
mend them. All such should be studiously 
ignored. It is not wise to be constantly 
teaching new hymns and tunes. A few choice 
hymns thoroughly committed to memory and 
a few excellent tunes well learned are vastly 

2 



14 HOW TO TEACH LITTLE FOLKS. 

more valuable than a large number partially 
or superficially taught. 

SUBDIVISION. 

7. If the class is very large, it is often well 
to subdivide and place classes in charge of 
young teachers who can aid in preserving 
order, teach the oral lessons, such as the 
golden text, the hymn or selected verse. 
This method not only helps to preserve order, 
but greatly relieves the instructor in charge. 
Quite young teachers trained under the direc- 
tion of the superintending teacher will do 
well for oral teaching, and will thus be put in 
training for more advanced work. While a 
few rare teachers like Ralph Wells, or Mrs. 
Partridge, or Mrs. Alden, or Mrs. Miller, and 
here and there another, can interest and hold 
a class of young children numbered by hun- 
dreds, the great majority must do it but 
poorly, and even the best need to be relieved 
from so great a strain. Even for classes not 
very large the teacher needs some system that 



ORGANIZATION AND MANAGEMENT. 15 

provides for getting on in an orderly manner 
when the teacher in charge is sick or necessa- 
rily absent. Judicious subdivision provides 
both for the one and the other. 

8. The superintending teacher will of 
course be responsible for the greater portion 
of the actual instruction and conduct the 
general exercises, such as recalling the oral 
teaching and concert recitation, and such 
continuous recapitulation and review as will 
fasten the lessons in the memory. 

ONE TRUTH AT A TIME. 

Primary teachers need to guard carefully 
against attempting too much. Cramming 
young minds leads to premature and un- 
healthy development of the forward and 
precocious, and to discouragement and repres- 
sion of the dull and backward. A verse or 
two thoroughly learned, a point made plain, 
or so aptly illustrated that even dull schol- 
ars measurably understand it, is much better 
than a whole lesson crudely and imperfectly 



16 HOW TO TEACH LITTLE FOLKS, 

taught, or so taught that only a few of the 
brightest comprehend and remember. A 
point or two of the uniform lesson is usually 
quite enough, and this should be embodied in 
or clustered around the verse or verses mem- 
orized. If this is first taught orally, then re- 
called, illustrated, recalled again, made clear 
and familiar, so as to be understood and fast- 
ened in the memory, a great deal has been 
effected, and much more than is commonly 
accomplished in teaching classes of very 
young children. A few of the brighter and 
more precocious children may sometimes be 
successfully taught the whole lesson, but the 
dull and backward, and often the majority, 
will have been confused and muddled instead 
of instructed, by attempting more than one 
or two simple truths of the current lesson, 
wisely and skillfully adapted to young ca- 
pacities. 

9. Life, sprightliness and variety are vastly 
important. In addition to what it is feasible 
to teach of the current lesson, verses of hymns, 



OKGANIZATION AND MANAGEMENT. 17 

the catechism for young children, the Lord's 
Prayer and the commandments should be 
taught, little by little, always having a care 
that young minds are not overtaxed, and that 
the additional lessons, as far as may be prac- 
ticable, shall be in harmony with the lesson 
of the day. 

OBJECT ILLUSTKATION. 

10. If possible, have a neat cabinet, locked 
and half concealed, with pictures, diagrams 
and all available curiosities that may serve 
for illustrating Scripture lessons. Use this 
sparingly and only for illustration. Stimu- 
late curiosity, but gratify it with great care 
and economy. Hence pictures intended for 
illustration should not hang on the wall; 
they become too familiar and lose their at- 
tractiveness. The blackboard may be made 
of great value in this department. Plain, 
crude blackboard exercises will serve often to 
excite curiosity and arrest attention as well 
as to illustrate truth. 

2* 



18 HOW TO TEACH LITTLE FOLKS. 
WORD-PICTURES. 

All primary-class teaching should be made 
sprightly, graphic and real. Introduce little, 
brief word-pictures and such other apt and 
pertinent illustrations as can be adapted to 
effective use. Bring out in a few terse, vivid 
sentences the scene or object or person, so that 
the children can see what is described in dis- 
tinct relief. This, as well as the effective use 
of illustrations, requires patient and careful 
study. Simplify, illustrate and repeat 
in varied forms should be a cherished motto 
with all teachers of young children. 

We have endeavored only to outline a few 
general principles applicable to the teaching 
of young children. In small schools it will 
often, and perhaps as a rule, be better for the 
primary class to be in charge of a single 
teacher, with one or two competent assistants. 
Suitable rooms and teachers will not always 
be attainable for proper subdivision. Other 
schools will find it advantageous to put all the 
younger children into one class, and subdi- 



ORGANIZATION AND MANAGEMENT. 19 

vide and arrange in classes as soon as they 
may be able fairly to read and commit a given 
lesson. No set of rules can be adapted to all 
circumstances. But care should be taken 
always that the younger scholars should be 
provided with the best teachers and cared for 
in the best possible manner. 

TEACH POSITIVE TRUTH. 

Finally, teachers of little folks should never 
fear or hesitate about teaching substantial 
truth. Avoid pet pious phrases and a sanc- 
timonious manner and terms of very affec- 
tionate endearment. Teach the little ones 
that they are sinners and need to be forgiven; 
that Jesus has died for them — for John and 
Susie, and James and Mary — and that little 
ones may please and serve and love him ; 
that the great, the omniscient God is our 
Father and our Friend. Teach the old, old 
story, found in greater or less distinctness on 
almost every page of the Bible, that Jesus, 
once a little child, is the children's friend, and 



20 HOW TO TEACH LITTLE FOLKS. 

may be the little child's accepted Saviour, and 
that the youngest may come to him, such is 
his wondrous grace. May grace be given to 
the mothers and the teachers, lovingly and 
trustingly to lead the young lambs to the fold 
of the great Shepherd ! 

The following order of exercises for the 
primary department may prove suggestive. 
The class is supposed to have joined in the 
devotional exercises of the school, and is now 
occupying its separate apartment. 



PEOGKAMME. 

1. Singing, one minute. Whisper song, if 

in main room. 

2. Collection. 

3. Roll-call. This can be done very quick- 

ly, and pleases little children. 

4. Review of last Sunday's lesson, ten min- 

utes. 

5. Singing a single stanza. 



ORGANIZATION AND MANAGEMENT. 21 

6. If subdivided, oral teaching by the sub- 

teachers of the text or hymn to be 
committed, ten minutes. 

7. Singing, one minute. 

8. Teaching of the lesson by the teacher in 

charge, with concert recitation of the 
oral lesson, fifteen minutes. 

9. Singing, one minute. 

10. Study of the hymn with the teachers, ten 

minutes. 

11. Singing, one minute. 

12. Distribution of cards, papers, etc., five 

minutes. 

13. Singing one verse. 

14. Repeat the Lord's Prayer in concert, fol- 

lowed by some sentence of Scripture. 

(See "Series for Memorizing," Presbyterian Board 
of Publication.) 



tei^flirs in i\t illstss. 



TALKS WITH PRIMARY-CLASS TEACHERS. 

BY PANSY (MRS. G. R. ALDEN). 



II. 

METHODS IN THE CLASS. 
TALKS WITH PRIMARY-CLASS TEACHERS. 

A maxim familiar to my youth was, " Set 
your mark high; and though you may not 
reach it, your aim will be higher than though 
you had a low standard." So in primary- 
class rooms I have never enjoyed what I con- 
sidered a perfect room, yet perhaps the know- 
ledge of what I would have if I could has put 
my could have into better shape. My ideal 
class-room, then, is bright, well ventilated, 
curtained, carpeted, low, easy seats, flowers on 
the desk and in the windows, ornamental 
pictures on the walls, a good-sized portable 
revolving blackboard in a central position, a 
song-roll at the lower end, maps and charts 

3 25 



26 HOW TO TEACH LITTLE FOLKS. 

and diagrams and " leaf-clusters," and what- 
ever else will help to illustrate Bible truths 
gathered into that pleasant spot. With all 
this in my mind's eye, I can and have taught an 
infant class over the vestibule of a dingy old 
church with pictures cut out of a Bible dic- 
tionary for illustration and a broken slate for 
a blackboard. Still, I would not occupy an 
utterly unattractive spot for any great length 
of time. It is never necessary to do so, be- 
cause home pictures and flowers are cheap, 
and tact and patience can transform any sort 
of a place into something like beauty. I 
always have the best room I can get, and 
make it as attractive as possible. 

CLASSIFICATION AND ARRANGEMENT. 

I think as a general rule a primary class 
proper should be composed of only those 
scholars who cannot read. This rule, how- 
ever, is subject to endless variations accord- 
ing to locality and previous advantages. 
There are some little wonders who read well 



METHODS IN THE CLASS. 27 

at six and seven who nevertheless ought to 
be trained in a primary-class, and I have met 
with girls and boys of fair judgment and of 
nearly or quite medium size who nevertheless 
were very poor readers. I once had a class 
of wee ones who were afraid to whisper, even, 
who could not be coaxed to repeat their verses, 
who cried if I addressed them individually, 
who could not under any circumstances be 
beguiled into trying to sing. I went to the 
schoolroom proper and imported therefrom 
half a dozen bright little girls — good readers, 
some of them, but with pretty childlike ways ; 
they knew their lessons and were not afraid 
to say so, and they sang like birds. The con- 
sequence was that my timid ones soon caught 
their spirit, and my class of infants which 
bade fair to be a dismal failure became a suc- 
cess. It seems impossible to adhere to arbi- 
trary rules in the matter of classification. 

As to arrangement, when my room will ad- 
mit of it I like my class in a long semicircle 
rather than rows of pupils tier on tier behind 



28 HOW TO TEACH LITTLE FOLKS. 

each other. This latter arrangement gives 
hiding-places for the mischievous ones and 
makes it impossible for you to get near to all 
your scholars. If I had twenty pupils, I 
would like them seated side by side; if I had 
forty, I suppose I should have to arrange 
them in tiers, but I would make the rows as 
long as possible and invariably seat the mis- 
chievous ones in front. 

PROGRAMME. 

I have found the following order conveni- 
ent and valuable : 

1, Roll-call; 2, prayer; 3, collection; 4, 
singing; 5, five minutes' talk about the hymn 
sung; 6, distribution of cards for next Sab- 
bath's lesson ; 7, reading those cards in con- 
cert; 8, singing; 9, distribution of papers; 
10, recitation of verses. 

The opening prayer is very brief — a few sim- 
ple sentences, letting class repeat them after me 
— closing with the Lord's Prayer in concert. 
After collection I ask those who have remem- 



METHODS IN THE CLASS. 29 

berecl their pennies to rise and repeat in con- 
cert the following little verse : 

" Small are the offerings we can make, 
But thou hast taught us, Lord, 
If given for the Saviour's sake, 
They lose not their reward." 

Reading the cards in concert is to familiarize 
those who cannot read with the sound of the 
words. They rapidly learn in this way to 
spell out the verses for themselves. The 
hymn-talk is familiar, colloquial and explan- 
atory. The distribution of papers at that 
time is for the purpose of avoiding any outside 
influence or interruption after the lesson proper 
has commenced. Throughout these exercises 
I give opportunity for frequent change of po- 
sition, rising to sing, to recite in concert, etc. 
I call upon a scholar to pass the box for col- 
lection, the class counting the pennies as they 
are dropped ; another scholar passes the pa- 
pers, another the cards. It is well to make 
the pupils helpers. The tenth exercise, reci- 

3 * 



30 HOW TO TEACH LITTLE FOLKS. 

tation of verses, does not refer to the Bible 
lesson for the day, but to Bible verses or 
hymns taught the class in concert, some of 
them in the form of question and answer — 
i. 6., What are the gods of the heathen like? 
(Class.) " Eyes have they, but they see not," 
etc. Let the scholars point to the different 
portions of the body indicated by the words 
they speak. Also in verses of poetry, 

" Two little eyes to look to God, 
Two little ears to hear his word," 

etc. Anything that the teacher can select that 
will teach religious truth, and can at the same 
time be made into an exercise for the muscles 
and conduce to change in posture, will be 
found valuable in a primary class. 

ASSISTANTS. 

In regard to this matter I do not agree 
with many of our prominent Sunday-school 
workers. I do not think it ordinarily desir- 
able to subdivide so that the lesson is taught 



METHODS IN THE CLASS. 31 

by different teachers, for these reasons: 1. My 
experience has been that it is very difficult to 
find in a Sunday-school of average size a suf- 
ficient number of teachers who can be spared 
who are fitted to make Bible truth clear to 
very little people. 2. Unless they are mere 
machines, they will each take a widely different 
method of teaching, impressing one thought 
at the expense of another, and the summing 
up by the leader will often appear to the lit- 
tle people like another lesson, distinct from 
the one their teacher has given them. 3. If 
they should all happen to be excellent teach- 
ers, and all have so arranged their lesson by 
preparing it together that the central thought 
would be the same, I still believe that little 
children, unless in very large classes, can be 
better taught by one person, speaking to them 
in a natural tone of voice, standing before 
them, and by more or less of concert recita- 
tion. I like one assistant, or, if the class is 
very large, two, in order that the roll may be 
taken quietly and without loss of time, as 



32 HOW TO TEACH LITTLE FOLKS. 

well as that the teacher may reserve her 
strength for teaching while the assistant leads 
in singing or in recitation. An assistant also 
is needed for many little details of arrange- 
ment that take time. 

I think that the assistant should be one who 
in the necessary absence of the teacher proper 
would be able to conduct the entire service. 

There may be circumstances, however, in 
which it is advisable to divide the class for a 
short interval. It may be desirable in large 
schools, and the objections to subdivisions 
would of course be largely obviated where 
sub-teachers can be trained under the eye of 
the principal teacher and utilized to aid in 
preserving order and teach the oral lessons, 
leaving the real teaching work, the rehearsal 
and the concert exercises in the hands of the 
principal. But to the oft-made objection that 
one teacher has not time to hear the verses re- 
cited I answer, Teach the class to recite in 
concert, and in such beautiful musical concert 
that the least hesitating voice can be detected ; 



METHODS IN THE CLASS. 33 

then let one or two or three or six, according 
to time, recite separately. 

THE LESSON. 

The main feature of every true primary 
class is, I think, the lesson. I make the 
memorizing of one verse very important. I 
give out the verse on cards the previous Sab- 
bath, and build the lesson on that verse. I 
do not choose the golden text — 1. Because 
very little children often fail to see clearly 
the connection between the spiritual meaning 
in the golden text and the actual story or fact 
that is taught them for a lesson. 2. They get 
the impression that they are not studying the 
same lessons that their older brothers and sis- 
ters at home are preparing, and the idea of uni- 
formity is lost. 3. I consider the golden text a 
beautiful application of the lesson as taught, but 
not the lesson. I would like it on a pretty 
white card to put into the hands of every 
scholar at the close of the lesson — the final, 
personal thought to be taken home with them. 



34 HOW TO TEACH LITTLE FOLKS. 

But I would select the most striking verse 
in the lesson given for memorizing, make an 
emphatic point of its very correct recitation, 
and in telling the story let the class bring in 
their verse just where it belongs in the chain, 
so that they might see the connection plainly. 
The delight which little children feel in discov- 
ering that what they have learned fits in with 
what their teacher is telling them a story about, 
can only be appreciated by those who see it. 

It is well to make the lesson into a story 
whenever it can be clone, and there is hardly 
one that cannot be so arranged. I invite 
questions and give information in the form 
of questions that are to be answered. I 
like to cluster all my talk about one central, 
personal, practical thought that will make 
clear the fact that the story is for each little 
boy and girl who hears it. It is important to 
use illustrations gleaned from the home and 
school and playground experiences of the lit- 
tle people wherever such can be used without 
wounding the feelings. 



METHODS IN THE CLASS. 35 

THE BLACKBOARD. 

It is rare that we find a lesson that cannot 
be better taught by the use of a blackboard 
or a slate. Mrs. Crafts has put into a very 
brief sentence its superiority over printed pic- 
tures : " Children are invariably more im- 
pressed with what grows into being before 
their eyes than with what is brought in a com- 
pleted form before them." I like pictures 
and objects, and use them whenever I can, but 
like the blackboard better. I never attempt 
elaborate drawing. In the first place, I can- 
not draw anything. In the second place, I 
would not if I could, in a Sunday-school 
room ; there is not time. The barest outline 
is all you can spare time for and all that you 
need. A blackboard used constantly through- 
out the lesson — a mark for this one, a dot for 
that, a crooked line for a river, an oval for a 
lake — is better for an infant class than a care- 
ful summing up of the lesson at the close. 
If I can begin my lesson by some kind of a 



36 HOW TO TEACH LITTLE FOLKS. 

dot or sign placed on the blackboard, I am 
sure of the attention of every one in the class, 
at least until they find out what that mark is 
for. If I need such a dot or mark or line as 
the most mischievous and troublesome one 
there can make for me, I have won him, as 
a rule, for that day. 

CLOSING EXERCISES. 

I do not like any distribution of books or 
pictures or papers at the conclusion of a les- 
son. No outside matter should be allowed to 
come in between the pupils and the impres- 
sion earnestly sought to be made. If it is 
possible to procure a golden text card for each 
one, I have my assistant pass them around. 
We read the verse together, and reread it 
until the bright ones can repeat it from mem- 
ory and then talk with the class about it. 
Take, for example, the first of the series for 
1875, those blessed words of encouragement 
and promise spoken to Joshua. The children 
have been learning about them, and now the 



METHODS IN THE CLASS. 37 

application of the golden text, "Thou there- 
fore, my son, be strong in the grace that is in 
Christ Jesus"— not grace for Joshua simply, 
but for me, if I am in Christ Jesus. Thus, 
through the entire series of lessons, any one 
reading them over will be struck with their 
marked fitness for personal application. I do 
not even like to sing for a closing exercise 
unless the hymn selected bears a striking con- 
nection with the impressive point. I like 
better to close with a very brief prayer woven 
out of the words of the golden text, and so 
send the little ones away with a sweet and 
clear impression of the Bible lesson of the 
day. 



foto to wmtfy an Sjufant glass. 

BY FAITH LATIMER. 



III. 

HOW TO TEACH AN INFANT CLASS. 

To answer this question it seems requisite 
not to explain the manner of teaching a spe- 
cific lesson, but to take a broad view of a de- 
partment of work in our Sabbath-schools. 
If we were required to condense into one 
word all the qualifications necessary to teach 
an infant class, we would say LOVE. Nor 
should this be any mere emotional sentiment, 
but a deep and abiding principle which would 
prompt and execute every measure relating to 
the work of the primary department. This 
principle would include love to Christ, love 
for Scripture truth, love for children ; from 
these, as surely as warmth comes in the sun- 
beams, there would follow love for the work, 
wherein all these could have active exercise. 

4* 41 



42 HOW TO TEACH LITTLE FOLKS. 

Since " God is love," and we are privileged 
to be " workers together with him," then our 
motive-power must be love, for "love is the 
fulfilling of the law." 

It is not of small importance where the class 
is to be taught. Let it be in the very best 
place you can secure apart from the rest of 
the school, where little ones can be comfort- 
ably seated, so that the teacher and assistants 
can pass among them all close enough to see 
every gesture, look into each other's eyes and 
extend to every one the magnetic influence of 
close heart-earnestness. Much has been writ- 
ten about the room, how to build and arrange 
it. Have, if you can, a room with an ele- 
vated floor ; rows of little chairs, so that feet 
and elbows may be without a temptation to 
dangle or jog their neighbors; pictures on 
your walls ; mottoes in plain bright letters ; 
blackboards with colored chalks; a library 
or cabinet of treasures and objects for illus- 
tration. Have as many of these as you are 
able. But yet, with a trifling or cold-hearted 



HOW TO TEACH AN INFANT CLASS. 43 

or superficial or stilted teacher, you might as 
well try to warm guests in a palace of ice 
with pictured fires as to expect your primary 
class to be a success in making child-Chris- 
tians. 

THE IMMEDIATE AIM. 

What is the object of the primary class f It 
is not to amuse or to entertain ; not a mere 
exhibition-room for visitors; not to get the 
home chatterboxes out of the way to let some- 
body enjoy an extra nap; not to teach lit- 
tle folks how to behave in school or church. 
None of these. But before little feet have 
learned to walk in paths of wrong, to start 
them heavenward ; before the lips have learned 
evil speaking, to tune them to words of praise 
and prayer ; to take hearts not yet encased in 
worldliness and sin and stamp on them the 
image of Christ. Only let this be the pur- 
pose, and you will have an infant class wher- 
ever there are young souls to be led toward 

heaven, even though it be under a great 
4* 



44 HOW TO TEACH LITTLE FOLKS. 

spreading tree in summer or a borrowed 
neighboring kitchen in winter. 

Having a place to teach, gather the chil- 
dren. To have a prosperous class this must 
be a constant part of the work. Here we 
may well begin by copying 

THE MODEL TEACHER. 

Long before he came to earth the promise 
was given that he should "gather the lambs," 
not calling them to follow, but should " carry 
them in his bosom." The promise was lite- 
rally fulfilled. Christ not only inspired the 
hosannas of the children, but used a little child 
to enforce a lesson on his disciples; he not 
only set the child in the midst, but by his 
own side and within his arms. The child 
who nestled there felt, but could not express, 
that the divine heart which throbbed with 
human pulsations against its own could sym- 
pathize with childhood. The teacher who 
would gather and keep the children must in 
heart and feeling become as a little child. So 



HOW TO TEACH AN INFANT CLASS. 45 

it was and ever will be with Christ. In his 
eternal memories of scenes in his humanity 
how many must there be of days and hours 
in the Nazareth home, of struggles and pri- 
vations, the silent, busy mother over house- 
hold work, the toiling father, the trials of in- 
fancy and early boyhood that opened in his 
heart a perpetual fount of tender pity for 
every tear of childhood ! The teacher who 
has not enough real kinship with children to 
enter with genuine, not assumed, interest into 
little joys and sorrows, who is too dignified to 
have a simple, lively manner both in and out 
of the class, might as well be placed in a 
solemn corner of the adult Bible class, for 
stiff, cold teaching can no more succeed than 
dried butterflies pinned in rows in a cabinet 
can fly. 

It would require a volume, arranged by 
wise experience and a skillful pen, rather than 
a brief paper, to describe all the ways in which 
an earnest teacher can instruct the group of 
listening ones. The short time allotted to 



46 HOW TO TEACH LITTLE FOLKS. 

the lesson for the day is only a part of the 
work, like the face of the watch, which gives 
the hours and minutes, but does not show 
the delicately-coiled, ever-moving spring, the 
busy, tireless wheels and tiny jeweled arms, 
each performing its work. Let the teacher 
have clearly in mind 

WHAT TO TEACH. 

There are two fundamental truths which 
should be the basis of all primary teaching, 
whether from mother-lips in the home or in 
the nursery of the church, which the primary 
department may surely be called. They are 
a knowledge of Christ and of prayer. 

TEACH A LOVING, PERSONAL SAVIOUR. 

By this we mean to present Jesus so lov- 
ingly, so plainly, so truly, that in all the sim- 
plicity of early trust the child-heart may know 
him and love him as a real and ever-present 
companion, a guide, an ever-living, loving 
friend and a forgiving Saviour. The life 



HOW TO TEACH AN INFANT CLASS. 47 

history of Jesus, his miracles, his parables, 
his precepts, the touching story of his years 
of self-denying service, the scenes of his suf- 
ferings, his death as an atonement for sin, 
can be understood by little children. 

Do not stop with the mere story as tender 
hearts thrill in love and pity. Enforce the 
claim for responsive love and service to One 
who is a living, interceding Saviour, a con- 
stant Advocate and Friend for those who 
accept his salvation. 

TEACHING TO PRAY. 

When this teaching of Christ is understood 
and believed, the child can easily see and feel 
that to pray is simply to tell its heart-sorrows 
and wants and thanks and love to that Friend 
whose listening ear ever waits to hear. At 
some time during every session let the chil- 
dren themselves pray. Teach them to feel 
that it is their prayer. Let them with folded 
hands, bowed heads and closed eyes repeat 
after the leader a few words at a time in short 



48 HOW TO TEACH LITTLE FOLKS. 

sentences, expressing real child-wants and 
thanksgivings in plain, earnest language. 
Cultivate this intimate acquaintance with 
Christ and habits of prayer. Do it con- 
stantly, faithfully, and you have anchored 
souls upon a rock where future waves of infi- 
delity and doubt may dash in vain. 

CHRIST IN EVERY LESSON. 

Teach the truth of God in his own inspired 
words. Every lesson can have a golden text 
which holds the very heart of the truth to be 
taught short, simple, striking; either require 
that to be learned at home or teach it in your 
class, then let your whole lesson illustrate, 
explain and fix it indelibly in the memory. 

There were many who doubted if the inter- 
national series of lessons could be successfully 
adapted to infant classes. We believe it is 
the testimony of all that to no class has that 
lesson-plan been a greater blessing. We fear 
that many times such classes have been enter- 
tained with sing-song rhymes, cunningly- 



HOW TO TEACH AN INFANT CLASS. 49 

devised fables and mere stories. But with 
these lessons and the admirable expositions 
in so much of our Sunday-school literature, 
the lesson-leaves with their large-type golden 
texts seem like " the leaves of the tree for the 
healing of the nations." In every lesson in 
the Old Testament or the New you can find 
and teach Christ — not by lecturings or solemn 
warnings only, but with endless variety, with 
illustration, by questions, by constant and 
frequent repetitions and thorough reviews. 
Draw out again from the class what you have 
told them, trying to induce each child to take 
some part in the replies. 

THE REVIEW. 

An important yet sometimes difficult task 
is to make a monthly or quarterly review in- 
teresting and profitable. To do this teach 
each lesson and golden text as connected with 
the last, and let each be in part a review of 
the previous one. Do not let the children be 
mere listeners ; give all something to do. If 



50 HOW TO TEACH LITTLE FOLKS. 

one is restless, arrest him with a question. 
Sometimes let all rise at a signal and repeat 
in concert the golden text, or let it be divided 
in responses from one side of the room or one 
seat to another. If the class be large, by all 
means have several assistants, for there are 
many trifling wants among so many, and a 
lost button or loose shoe-string may be a seri- 
ous interruption to the teacher with heart and 
soul full of a precious message. 

SIMPLIFY AND ILLUSTRATE. 

Let the language of the teacher be simple, 
childlike, but not childish, familiar words 
and illustrations of familiar things. The 
master teacher taught truths from the birds 
of the air, the grass, the flowers, homely and 
humble scenes such as children notice and 
understand, the sweeping of the house, mak- 
ing of bread, lighting of a candle. Children 
with their quick perceptions are pleased to 
find your words coincide with their own little 
daily experience. 



HOW TO TEACH AN INFANT CLASS. 51 

Use the blackboard with outline pictures or 
a few striking words in colors — real pictures, 
if you can get or make them — and they will 
convey or deepen correct impressions; ob- 
jects, when they are fitting or really helpful, 
but never strive for originality when it is only 
startling or sensational. Children are genuine, 
and will be sure to detect what is done mere- 
ly for effect. Of all others the primary-class 
teacher needs constant, patient, ingenious ef- 
forts and endless freshness and vivacity, for 
children do not love cold routine. Sometimes 
begin with a vivid picture, sometimes ques- 
tions from all, then from individuals and di- 
visions of the class, sometimes call for texts in 
concert, and vary with singing and expressive 
motions with the hands which interest and rest. 

The teacher must know the scholars each 
by name, keeping a record of the attendance 
and place of residence. If possible, know the 
parents and visit the homes, the better to adapt 
your teaching to the age and capacity of the 
children. 



52 HOW TO TEACH LITTLE FOLKS. 
TRUE SOURCE OF TEACHING POWER. 

No other class requires a greater amount 
of thorough, systematic, laborious study than 
this one; a clear and correct understanding 
of the Scripture truth ; a power to simplify 
and render it attractive, but not to detract 
from its purity or strength ; then to adapt it 
to opening minds, and with wisdom and skill 
to come with winning words and manner be- 
fore the eager, inquiring children ready to 
receive impressions that eternity alone will 
fully reveal. 

Can love do all this? Yes. Founded on 
Christian faith, love is fruitful in expedients, 
tireless in industry, patient under discourage- 
ments, and love only is equal to the task. True 
consecration can be born only of love to Christ 
and love to souls. The consecrated heart will 
bring back to him whatever gifts he has first 
bestowed, and will seek for instruction of 
Him "who giveth liberally and upbraideth 
not" our ignorance and our failures. He 



HOW TO TEACH AN INFANT CLASS. 53 

who had compassion on the hungry multitude 
helped the willing disciples to distribute his 
bounty, and the coarse, scant food, when blessed 
by him, became a royal feast. Then let those 
who would feed his little ones with the bread 
of life bring to him their labors and study, 
and remember it was only a little lad whose 
humble store was so blessed. So even our 
poor crumbs of knowledge and experience, 
touched by his gracious hand, may become a 
" feast unto salvation" to help many to be 
gathered at last at " the marriage supper of 
the Lamb." 

5* 



jtfctliotrs in §Jissi(m Btyoote. 

BY MRS. GEORGE PARTRIDGE. 



IV. 

METHODS IN MISSION SCHOOLS. 

[Mrs. Partridge has been for about six 
years in charge of the boys of the primary 
department of the Biddle Market Mission 
School, St. Louis, of which Thomas Morrison 
is the founder, and to whose long and untir- 
ing fidelity it owes very much of its great 
success. Mrs. Partridge has about three 
hundred boys, ranging from six to fourteen 
years of age. The class is composed of boot- 
blacks and newsboys and city Arabs, and 
yet almost alone she holds and interests this 
very large and very difficult class from week 
to week and from year to year. Her meth- 
ods must of course be adapted to the class of 
scholars with which she has to deal. She 
has kindly furnished a brief sketch of her 
class and its management, which we append.] 

METHODS. 

1st. I gave my boys to understand at the 
outset that they were the school and that I 

57 



58 HOW TO TEACH LITTLE FOLKS. 

was simply their servant and teacher. By 
this means I first gained their confidence, then 
their love. I never had any trouble, and 
have scarcely had to correct a boy at any 
time. I tell them if they must strike or bite 
or stick pins, or indulge in any such perform- 
ances, I shall insist that they inflict them on 
me and not on my boys. I cannot have any 
of my boys hurt. This mode has been always 
effectual. 

2d. I keep them busy. This is one great 
secret of holding attention. The exercises 
are constantly varied, and I always have a 
reserve lesson for instant use in case of emer- 
gencies, such as a fire or a passing procession. 
A fire was once raging opposite us at school- 
time. I had no scholars. I sent by the 
leader of the boys a message to the chief of 
the fire department. It was as follows : " If 
my boys are needed, retain them ; if not, I 
must have them." They soon came rushing 
in like a flock of sheep. A little story of a 
similar fire, quickly told, order and quiet 



METHODS IN MISSION SCHOOLS. 59 

were at once restored. There was once some 
trouble in my absence. The Catholics had 
taken offence, and tried to break up the class. 
When, on my return, I came in sight, the boys 
greeted me with hurrahs that amounted to 
lusty yells. I returned the salutation as vo- 
ciferously as they gave it. " Ain't she funny ?" 
was the quiet aside that greeted my ears as 
the tumult subsided. " Hurry up, boys ; we'll 
be late," I remarked as I pressed rapidly 
through the crowd. They were in the school- 
room in a trice, and the difficulty was ended. 
While a gentleman was once temporarily in 
charge, one of the youngsters doffed his coat 
and squared for a fight, daring the teacher to 
come on and have it out. 

3d. I make it a point always to greet the 
boys with a kind word when on the street or 
whenever I meet them. I love them, and 
try to give that love the most hearty and gen- 
erous expression. Some of them never hear 
of Jesus save from my lips, so I strive that 
my lips shall speak only kind and loving 



60 HOW TO TEACH LITTLE FOLKS* 

words to them and on all fit opportunities. 
I never chide them when discovered in mis- 
chief, preferring to reprove them by indirec- 
tion. I encourage them in their work, what- 
ever it may be, telling them that if they do it 
well they w T ill have plenty to do and God will 
bless them in it however humble it may be. 
I have never received from any one of them 
an insult or an unkind word. It is with these 
boys not only a work of teaching and train- 
ing, but of civilization as well. 

4th. I endeavor as far as possible to appeal 
to their self-respect and better nature; and 
self-respect has often to be planted, for they 
are at first often entirely destitute of the arti- 
cle. I make the teaching as far as possible 
bear on the vices and bad habits of the schol- 
ars, but of course indirectly. If a boy is dis- 
orderly, I sometimes take him by the hand 
and go on with the lesson, reproving him per- 
haps privately and alone, but never in pub- 
lic or before the class. 

5th. I strive to avoid monotony. Recapit- 



METHODS IN MISSION SCHOOLS. 61 

ulation and review, concert recitation, songs, 
stories, catechism, golden texts, etc., are always 
in order, but not often in the same order. 

6th. I endeavor to impress on these wild boys 
the fear of the Lord. Whether on the play- 
ground, in the schoolroom, at home or at 
their work, I try to make them feel that God 
is everywhere and sees them always ; that they 
only please him by doing right, and that 
Jesus is their best friend, their only helper 
and Saviour. 

The following is a programme which is 
observed only in outline, the order being 
constantly varied, and sometimes radically 
changed : 

ORDER OF EXERCISES. 

1. Prayer. 2. Song. 3. Repeat, "God is 
in heaven." 4. Commandments. 5. Twen- 
ty-third Psalm. 6. Golden text. 7. Song. 
8. Lesson. 9. Questions. 10. Review. 11. 
Song. 12. What have we learned to-day? 
13. Closing song. 



62 HOW TO TEACH LITTLE FOLKS. 

OUTLINE LESSON. 
HYPOCRISY AND PIETY. Mark 12 : 38-44. 

BLACKBOARD. 

TIHIIE POOR "WIIDOW. 

Her GkFT, Two Mites. 

Christ's Value, More than they all Gave. 

Why ? Heart Gift. 

"We are to learn, dear children, to-day, 
about the poor widow. Look now at the 
board. Repeat the outline in concert. Also, 
" The Lord seeth not as man seeth" Let us 
see how our Lord knew just how much this 
poor woman put into his treasury. He was 
sitting over against the money-boxes. De- 
scribe the women's court of the temple and 
the brazen money-chests. A rough ground 
plan may be drawn on the opposite side 
of the board. Throw in also at this point 
a brief, vivid word-picture of the rich, proud 
doctors and Pharisees in their gay flowing 
robes, making great display of their gold 
and silver as they dropped it into the trea- 



METHODS IN MISSION SCHOOLS. 63 

sury ; also the widow alone, poorly clad, as 
she comes softly and quietly into the temple 
and lovingly gives her all to the Lord. Our 
Lord as he sat in the temple could overlook 
them all, and he saw the rich come proudly, 
in their costly garments and long robes and 
with great ado, and throw in their money. 
Some gave a great deal, some gave less, and 
had we seen them we should have thought 
they gave much more than the poor widow; 
but Jesus sees the heart and knows the 
thoughts, and as this poor woman came he 
knew what she was giving, what she was 
thinking about and how she loved him. So, 
calling his disciples to him, he said, You see 
this poor woman, how needy she is, and yet 
she has given her all, everything she has. 
Her great love for me has led her to do it. 
To-day Jesus is calling us, not to see how 
much others are giving, but how much we 
are giving, how much you and I are interested 
in him. What can we give that Jesus will 
prize ? 



64 HOW TO TEACH LITTLE FOLKS. 

Write on the board, 

OTTIR, MITES. 

Get from class what they can offer to Jesus. 
Such answers as these will be elicited (write 
answers as given) : 

Mite of Love. 

Mite of Kindness. 

Mite of Kind Words. 

Mite of Good Deeds. 

Mite of Money. 

You may now all give me what you have 
brought for Jesus ; and as Jesus sees your heart, 
he will know whether you really give him 
this because you want to send his word to 
those who do not know him, or whether you 
throw it in, like the rich man, to be seen of 
men. (Here gather the offerings.) Next in 
order may be a song and a prayer that Jesus 
may bless the gift. 

" I want to be like Jesus, 
Engaged in doing good, 
So that of us it may be said, 
We have done all we could." 



METHODS IN MISSION SCHOOLS. 65 

And now, children, is there any more im- 
portant mite than that of money ? Yes ; 
the mite of love. Every little boy who is 
kind to his playmate, who, when he is in 
trouble, runs to help him out, or pick him up 
when he has fallen down, or is kind to his 
little sister, or takes care of baby, or does 
what he can to help his mother, and who does 
these things because Jesus wants us " to love 
one another" and "be kindly affectioned one 
to another," is giving to Jesus what he will 
most highly prize — his mite of love — and it 
will be precious to him like the widow's mite 
of money. If a naughty boy says bad words 
and strikes and kicks and hurts you, and you, 
instead of calling names and striking back, 
speak kindly and tell him it is wrong and 
Jesus will be displeased with such things, 
that will be a mite of kindness with which 
Jesus will be pleased. It may be the means 
of doing good and telling the bad boy about 
Jesus, of whom he perhaps has not heard in 
his home. Maybe he gets blows and kicks in 

6* 



66 HOW TO TEACH LITTLE FOLKS. 

his home, and does not hear kind words at all. 
There are a great many mites of kind words. 
It costs but little to say a pleasant word, and 
sometimes it goes a great way. Many a boy 
has been made happy all day by kind looks 
and words from even a stranger, and how 
much better can we do for those whom we 
know and whom we see every day ! 

There was once a kind lady who told me 
she made it a point never to pass a newsboy 
or a washwoman — in fact, no one with whom 
she came in contact — without a kind word and 
a pleasant smile. Often she would offer a 
a little tract or book or some little thing to 
cheer them on in their hard work. It was a 
" little mite" but sometimes did a great deal 
of good. If we could have a pleasant thought 
with each one we meet, how much happier 
should we be, as well as those to whom we do 
the kindness ! 

And now, dear children, as we go home let 
us think of that poor widow. We are none 
of us poorer than she was. We can all of us 



x 



METHODS IN MISSION SCHOOLS. 67 

give Jesus our mites this week. Let us ask 
him to help us in giving our mite of money, 
of love, of kindness, of good deeds, of pleasant 
smiles, of kind words. He will bless us if we 
really desire it and earnestly ask him to help 
us. Oh how I wish we all loved Jesus as did 
that poor widow ! that Jesus could see our 
hearts as warm and loving and anxious to do 
good as was hers ! Perhaps some of us do not 
love Jesus. If not, we must ask God to give 
us new hearts, and then, like the poor widow, 
whatever we do for Jesus he will accept and 
bless. 

REPEAT IN CONCERT. 

" Keep the heart tender 

With flowers of kind deeds, 
And the sweets of their perfume 

Will choke out the weeds ; 
And the soft beams of pity, 

Of mercy and love, 
Will yield it a glory 

That beams from above." 

Recapitulate the lesson, so as to impress on 
the memory a few simple points made. 



68 HOW TO TEACH LITTLE FOLKS. 

Repeat in concert — 
" The Lord seeth not as man seeth." 
" Love one another/' 

"The Lord watch between me and thee 
when we are absent one from another." 
Sing as the class passes out — 

" Have you spent a pleasant day? 
Come again, come again ; 
Would you learn the better way ? 
Then come, come again." 



The following points are used by Mrs. Part- 
ridge around which to cluster most beautiful 
and suggestive lessons : 

FOUR DOORS TO THE HEART. 

Hearing, Seeing, Fearing, Loving. 

THREE THINGS PROMISED WHEN WE REACH 
HEAVEN. 

1. A white robe. 2. A bright crown. 
3. A harp. 



HOW TO TEACH LITTLE FOLKS. 69 

The following lesson was given at the 
Chatauqua Sabbath-school Assembly. 

My dear children, where is God ? Answer. 
— Everywhere. Yes; in these woods the 
same as in our church, at home, on the banks 
of this beautiful lake. Yes; right here in 
this tent. Yes; God is everywhere. What 
have we met here for? Answer. — To sing 
and pray. Is there any command to pray ? 
Answer in concert — Yes ; pray without ceas- 
ing, morning, noon and night ; in everything 
give thanks. [Here followed prayer, closing 
with the Lord's Prayer as found in Matt, 
vi. 9, the scholars all joining.] Have we any 
command to sing ? Answer. — " Let every- 
thing that hath breath praise the Lord." 
My children, the beautiful birds all sing their 
morning song. Let us all join our voices in 
singing his praise. Rise and sing, " I have a 
Father in the promised land." Yes ; God is 
our Father. He once gave to Moses ten laws 
or commandments which were written on two 
tables of stone. Could you write on stone ? 



70 HOW TO TEACH LITTLE FOLKS. 

Answer. — No. "What power, what strength, 
God has ! Let us repeat the commandments. 
[They were repeated.] What good will it do 
us to know these unless we practice them? 
Answer. — No good. There are three ways to 
reach your hearts — hearing, knowing, loving. 
If I learn all God's laws, be able to repeat 
all the Bible stories, and do not love him, it 
will do me no good. I must let Jesus into 
my heart, and must love him. Hear what 
the Bible says about the heart before we love 
Jesus and after we do love him : " The heart 
is deceitful above all things and desperately 
wicked." " A new heart will I give you ; a 
new spirit will I put into you." They will 
be good thoughts, good feelings, such as we 
never had before. And now, children, we will 
stand and repeat a concert finger exercise : 

Oh, what can little hands do? etc. 

[Children answer, with fingers moving.] 
Oh, what can little lips do ? etc. 

[Answer with fingers on the lips.] 
Oh, what can little eyes do ? etc. 

[Answer with fingers on the eyes.] 



HOW TO TEACH LITTLE FOLKS. 71 

" When heart and hands and lips unite 

To please the King of heaven, 

And serve the Saviour with delight, 

Such grace to mine be given." 

[The children raise their hands in an attitude of 
prayer.] 

Yes, dear children, this last line is a 
prayer; and may God give you his grace, his 
love, to serve him ! How many of you know 
verses in the Bible? [Hands raised.] The 
four greatest lessons in the Bible are the 
Lord's Prayer, the Ten Commandments, the 
twenty-third Psalm and the Sermon on the 
Mount. Who can repeat them? Not one? 
Well, then, we will try and learn them, and 
you must get your dear mothers to help you 
at home. Let me give you to carry home a 
pair of golden gloves. For your right hand 
— Don't swear or steal or lie or cheat or 
fight. For your left hand — Don't drink or 
smoke or chew. Love God ; love each other. 



HELPS FOR PRIMARY TEACHERS. 



We append a list of requisites which may 
be ordered of the Board of Publication. 

The Ten Commandments, mounted, 48 X 76 

inches $2 75 

The Lord's Prayer, mounted, 29X42 inches 1 25 

The Sunbeam, a picture paper for the little 
people, containing our Primary Lesson Leaf on the 
International Lessons, 50 cts. per year, single copy ; 

in clubs 40 

Lessons for Little Ones, by Mrs. Mary J. Hil- 

deburn 20 

The Child's Book on the Shorter Catechism.... 25 

The Catechism for Young Children 02 

What to Believe 03 

Series for Memorizing. Leaflets on tinted paper, 
containing Lord's Prayer, Creed, Commandments, 
Scripture Selections for Opening and Closing, and 

verses, etc., per hundred 50 

The Child's Catechism of Scripture History, 
covering Old Testament. Entire, 4 vols., each 

volume 20 

Pictorial First Book 50 

My Own Primer 08 

The Golden Primer 20 

The Four Catechisms, including Dr. Watts' His- 
torical Catechisms, Catechism for Young Chil- 
dren, and Shorter Catechism with Proofs 12 

72 



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